Abstract
Many studies show that analogy plays an important role in mathematics education and mathematical problem solving. The purpose of this study is to investigate how to use analogy in junior high school mathematics instructions. In this paper, I classify the type of studies which is related to analogy in mathematics education. Among them, the result of an experimental lesson study (conducted Richard, L. & McDonough, I. 2009) suggests that supported analogies can improve students learning and problem solving abilities. The supported analogies are consisted of four strategies, that is source presented visually, source remains available during target analog instruction, visual alignment between the two analogs, and gestures between the two analogs. I discuss about some roles of this supported analogies playing in the junior high school mathematics instruction. Then I develop some teaching materials in which the above supported analogies can help junior high school students learning of some topics that are considered for them to understand.
